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Books on the topic 'Early School Experiences'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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1

1951-, Anderson Lesley, ed. Opting for self-management: The early experiences of grant-maintained schools. Routledge, 1992.

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2

Rathbun, Amy H. From kindergarten through third grade: Children's beginning school experiences. National Center for Education Statistics, U.S. Dept. of Education, Institute of Education Sciences, 2004.

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3

Office, General Accounting. Private management of public schools: Early experiences in four school districts : report to Congressional committees. The Office, 1996.

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4

Rontogianni, Marianna. Music in the early years: The home-school interchange in musical experiences. typescript, 1994.

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5

Education, Marino Institute of, ed. Hear my voice: A longitudinal study of the post-school experiences of early school leavers in Ireland. Marino Institute of Education, 1997.

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6

Young children and participation at the start of school: Making sense of early education experiences. Routledge, 2009.

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7

Gardecki, Rosella. Order from chaos?: The effects of early labor market experiences on adult labor market outcomes. National Bureau of Economic Research, 1997.

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8

Education, Marino Institute of, ed. Listening and learning: A study of the experiences of early school leavers from the inner city of Dublin. Marino Institute of Education, 1994.

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9

Lamb, Stephen. The initial work and education experiences of early school leavers: A comparative study of Australia and the United States. Australian Council for Educational Research, 1999.

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10

Sexton, J. J. Transition from school to work and early labour market experience. Economic and Social Research Institute, 1988.

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11

Davies, Brent. Opting for self-management: The early experience of grant-maintained schools. Routledge, 1992.

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12

Óskarsdóttir, Gerður G. The forgotten half: Comparison of dropouts and graduates in their early work experience : the Icelandic case. Social Science Research Institute and University Press, University of Iceland, 1995.

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13

Your early childhood practicum and student teaching experience: Guidelines for success. 2nd ed. Prentice hall, 2010.

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14

1961-, Karoly Lynn A., ed. The transition to stable employment: The experience of U.S. youth in their early labor market career. Rand, 1995.

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15

Education, Alberta Alberta. Education program continuity: A policy statement on the articulation of children's learning experiences : early childhood services through grade six. Alberta Education, 1988.

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16

Pelletier, Janette. Schoolreadiness for diverse families: A unique, school-based preschool intervention program involving parents. Institute of Child Study, OISE/UT, 2002.

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17

Makin, Laurie. How to develop children's early literacy: A guide for professional carers and educators. Paul Chapman Pub., 2004.

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18

1950-, Green Connie, ed. Developing partnerships with families through children's literature. Merrill/Prentice Hall, 2004.

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19

Jeanne, McLarty, ed. Reading activities A to Z. Thomson Delmar Learning, 2008.

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20

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. s.n.], 1994.

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21

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. s.n.], 1990.

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22

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. s.n.], 1991.

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23

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. s.n, 1993.

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24

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. s.n.], 1989.

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25

Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. s.n.], 1988.

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26

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. s.n.]., 1986.

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27

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. s.n.], 1992.

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28

Ehrlich, Dr Fred. Does a Panda Go to School? (Early Experiences). Blue Apple, 2006.

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29

Early labor market experiences of proprietary school students. Congressional Research Service, Library of Congress, 1991.

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30

Thomas, Gabe, Aleman Steven R, and Library of Congress. Congressional Research Service, eds. Early labor market experiences of proprietary school students. Congressional Research Service, Library of Congress, 1991.

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31

Does a Panda Go to School?: Early Experiences. Blue Apple Books, 2011.

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32

Yohey, Fred, and Sherri Doughty. Private Management of Public Schools: Early Experiences in Four School Districts. Diane Pub Co, 1996.

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33

Coote, Rosa. Convent School; or Early Experiences of a Young Flagellant. Independently Published, 2020.

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34

Cartmel, Fred, and Andy Furlong. Graduates from Disadvantaged Families: Early Labour Market Experiences. Policy Press, 2005.

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35

Composing Lives In Transition A Narrative Inquiry Into The Experiences Of Early School Leavers. Emerald Group Publishing, 2013.

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36

Karim, Allia. Exploration of parent involvement and experiences with integrated services. 2004.

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37

What's happening?: A study of children's earliest experiences in junior kindergarten. 1989.

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38

Mirchandani, Sharon. The Early Years. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037313.003.0001.

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This chapter focuses on Marga Richter's early life and education. Florence Marga Richter was born on October 21, 1926, in Reedsburg, Wisconsin. Marga's mother is Inez Chandler Richter (née Davis), an American soprano, and her father is Paul Richter, a captain in the German army during World War I. Marga's paternal grandfather, Richard Richter, was a composer, municipal orchestra conductor, and music teacher in Einbeck, Germany. The strong musical upbringing Marga received, combined with the midwestern values of hard work and independence, was the foundation out of which she grew to compose a large, distinctive body of works over her lifetime. This chapter discusses the influences on Richter's musical and personal life, her early musical experiences, her family's move to New York City in 1943, and her years at Julliard Graduate School where she took up master's studies from 1945 to 1951. It also considers Jabberwocky, Richter's earliest extant work, her marriage to Vernon Hughes, and her studies with William Bergsma, Vincent Persichetti, and Rosalyn Tureck.
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39

Dunlop, Aline-Wendy. The child’s curriculum as a gift: Opening up the early-level curriculum in Scotland. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0012.

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Many countries worldwide benefit from a long tradition of early childhood education, some serving the years from birth to seven or eight years old. Determined to provide out-of-home experiences for children before school start, this costly exercise has led to review of location, staffing, pedagogical approaches, and curriculum, while advocating ‘the best interests of the child’. Curriculum reform has often been used as an educational policy tool. There have been shifts in the roles and responsibilities of early educators and consequently in early childhood practices nationally and internationally. The long Scottish early childhood tradition provides a context in which to consider how an understanding of the child’s curriculum may be a gift to ensure an enlightened early childhood educational policy and curriculum interpretation at the beginning of the twenty-first century. By looking back, we can begin to look forward.
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40

Carvalho, Andréa Pinheiro Tomaz de. Tecendo ideias sobre a linguagem escrita na educação infantil: Concepções, linguagens e práticas. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-252-0.

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To weave is intertwine wires until they become a product. This book was “woven” from the author’s research, but also from her experiences as a teacher, educator, school principal and professional trainer. The work brings us reflections and practices on access to Written Language in Early Childhood Education and other aspects that involve this process. Initially it talks about the conceptions of Childhood, teacher and Early Education that permeate their ideas. The book focuses on Written Language as one of the different languages of the child, but considers all the fields of experiences of “Base National Common Curricular (BNCC)”. And to intertwine the fundamentals that permeate Early Childhood Education, the work brings contributions about times and spaces, curriculum, planning, pedagogical records, inclusion and methodologies. Subsequently, the author brings us practical suggestions for work in Early Childhood Education ending with the pedagogy of projects, their possibilities and examples of some projects experienced as a teacher. In this book you will go through different aspects of this phase of the child’s school life, walking through the tangle that forms around this subject. The child has the right to access Written Language and knowledge at school, without, however, putting aside the right to be a child.
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41

Dombo, Eileen A., and Christine Anlauf Sabatino. Creating Trauma-Informed Schools. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190873806.001.0001.

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Creating Trauma-Informed Schools: A Guide for School Social Workers and Educators provides concrete skills and current knowledge about trauma-informed services in school settings. Children at all educational levels, from Early Head Start settings through high school, are vulnerable to abuse, neglect, bullying, violence in their homes and neighborhoods, and other traumatic experiences. Research shows that upward of 70% of children in schools report experiencing at least one traumatic event before age 16. The correlation between high rates of trauma exposure and poor academic performance has been established in the scholarly literature, as has the need for trauma-informed schools and communities. School social workers are on the front lines of service delivery through their work with children who face social and emotional struggles in the pursuit of education. They are in a prime position for preventing and addressing trauma, but there are scant resources for social workers to assist in the creation of trauma-informed schools. This book will provide an overview of the impact of trauma on children and adolescents, as well as interventions for direct practice and collaboration with teachers, families, and communities. Readers of this book will discover valuable resources and distinct examples of how to implement the ten principles of trauma-informed services in their schools to provide trauma-informed care to students grounded in the principles of safety, connection, and emotional regulation. They will also gain beneficial skills for self-care in their work.
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42

Elmore, Richard F. Early Experience in Restructuring Schools: Voices from the Field. Natl Governors Assn, 1989.

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43

Forrestal, Alison. Early Patrons and Favours. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198785767.003.0003.

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Chapter 2 provides a narrative account of Vincent de Paul’s activities between 1612 and 1617. It concentrates on new connections with prominent dévots in Paris, whose sponsorship provided him with opportunities for material stability and for the expansion of his rather limited pastoral experience. These included his patron employers, the high noble Gondi family, and Pierre de Bérulle, founder of the French Oratory, and founding figure of the French School of Spirituality. The appointments that resulted from these contacts were a preceptorship in the Gondi household, followed by a role as spiritual director to Madame de Gondi, and two sojourns as curé of the parishes of Clichy and Châtillon-lès-Dombes.
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44

Bogen, Bonnie Neuman, and Mary A. Sobut. Complete Early Childhood Curriculum Resource: Success-Oriented Learning Experiences for All Children. Center for Applied Research in Education, 1990.

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45

Taylor-Allan, Helen. Experience in early childhood education programs and later school adjustment: The role of parent involvement. 2004.

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46

Tyminski, Carroll. Your Early Childhood Practicum and Student Teaching Experience: Guidelines for Success. Pearson Higher Education & Professional Group, 2013.

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47

Your Early Childhood Practicum and Student Teaching Experience: Guidelines for Success. Prentice Hall, 2005.

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48

Whitmire, Ethelene. Normal, Illinois; Chicago; Wilberforce; and Chicago Public Library. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252038501.003.0003.

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This chapter details Regina's years in Normal, Illinois; and then shifts to her return to Chicago and her college experiences at Wilberforce University. It was in Normal that she attended school with the future Illinois governor and presidential candidate Adlai Stevenson II. In terms of her experiences in Normal, Regina later credited an understanding librarian as a guiding influence in her early life and training which has brought success in her chosen field. Meanwhile, Regina's experiences at the Chicago Public Library were mostly negative. However, she later said she was influenced by Vivian G. Harsh—Chicago Public Library's head librarian. The current Vivian G. Harsh Collection of Afro-American History and Literature at the Carter G. Woodson Regional Library is named after her.
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49

Trevarthen, Colwyn, Jonathan Delafield-Butt, and Aline-Wendy Dunlop, eds. The Child's Curriculum. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.001.0001.

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The Child’s Curriculum Group was created by former nursery school teachers concerned about reduction of local government support for the schools they had nurtured. They have a lifelong commitment to excellent provision for young children and their families and they urge recognition of the benefits to a child and their lifetime of learning when parents and nursery educators nourish companionship in discovery of meaning for work and play in early years. The child’s enthusiasm inspires development of a generous and valued ‘common sense’ in the community. The editors of our book are academics who investigate how the young child shares human vitality and learning. Aline-Wendy Dunlop, Emeritus Professor in Education at Strathclyde University, is Scottish Coordinator for the Pedagogies of Educational Transitions Project (POET), and Vice President of Early Education. She was head teacher at Westfield Court Nursery School in Edinburgh. Jonathan Delafield-Butt is Senior Lecturer in Child Development in Education at Strathclyde on the neuroscience and psychology of human movement and its growth in affectionate care for meaning-making. Colwyn Trevarthen, Emeritus Professor in Psychology in Edinburgh, and Vice President of Early Education, is a psychobiologist with 50 years’ experience in charting the development of communication from birth to symbolic communication by speech and writing. We invited experts in early education and care in different human worlds to share their experience of the strengths of children, and received wonderful contributions. We acknowledge the inspiration from the teachers who founded the Child’s Curriculum project in 2006, and who continue to guide its progress.
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50

Language, Learning, and Culture in Early Childhood: Home, School, and Community Contexts. Taylor & Francis Group, 2015.

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